Associations Between Japanese Children’s Information Sources and Attitudes Toward Peers with Physical Disabilities or Sensory Impairments
Associations Between Japanese Children’s Information Sources and Attitudes Toward Peers with Physical Disabilities or Sensory Impairments
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日本儿童的信息来源与对身体残疾或感官障碍同龄人的态度之间的关联
DOI：
10.1007/s40688-021-00402-4
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Kamibeppu Kiyoko
中科院分区：
文献类型：
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作者：
Kibi Satoshi;Soejima Takafumi;Emoto Shun;Kamibeppu Kiyoko
儿童的态度是由他们接触到的信息塑造的。为了在包容性环境中促进改善同伴关系，通常发育中的儿童需要对残疾同伴表现出积极的态度。本研究的目的是探讨儿童对残疾同伴的态度与残疾信息之间的关系。此外，通过这项研究，我们试图报告的过程中，开发一个日本版的Chedoke-McMaster对残疾儿童的态度量表（CATCH-J）。参与者是215名四到六年级的儿童，他们就读于一所不提供特殊教育服务的小学。向参与者发放了一份包含CATCH-J和其他相关信息的问卷。三个有关残疾的信息来源进行了调查：对话;学校课程;和媒体，包括书籍，电视，或互联网。删除一些项目后，CATCH-J表现出良好的效度和信度。通过对话获得残疾信息的参与者比没有获得信息的参与者表现出更积极的态度。同时，从学校课程或媒体获得信息的人与没有从学校课程或媒体获得信息的人之间没有显著差异。研究结果意味着，通常发展儿童参与学术课程或接触电视节目或互联网内容是不足以培养对残疾同龄人的积极态度。与家人谈论残疾问题可能是朝着这个方向迈出的第一步。
Children’s attitudes are shaped by the information to which they are exposed. To foster improved peer relationships in inclusive settings, there is a need for typically developing children to exhibit positive attitudes toward peers with disabilities. The aim of this study was to examine the relationship between children’s attitudes toward their peers with disabilities and the available information about disabilities. Furthermore, through this study, we sought to report the process of developing a Japanese version of the Chedoke-McMaster Attitudes Towards Children with Handicaps Scale (CATCH-J). The participants were 215 children in fourth through sixth grades who attended an elementary school that does not provide special education services. A questionnaire containing the CATCH-J and other pertinent information was administered to the participants. Three sources of information about disabilities were investigated: conversations; school lessons; and media including books, television, or the internet. After removing some items, the CATCH-J demonstrated good validity and reliability. Participants who obtained information about disabilities through conversations showed more positive attitudes than those who did not. Meanwhile, there were no significant differences between those who obtained information from school lessons or media and those who did not. The findings imply that typically developing children’s participation in academic lessons or exposure to television programs or internet content is not sufficient to foster positive attitudes toward peers with disabilities. Talking about disabilities with family could be the first step in this direction.